Magnet schools show significantly lower cultural and critical mathematics instruction and higher racial stereotyping than neighborhood schools¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Step-down analyses of the MANOVA show CCMI significantly lower in magnet schools at both time points and stereotyping higher, approaching significance at T1 and significant at T2. → Melody Wilson & Jamaal Sharif Matthews 2024
Evidence¶
Melody Wilson & Jamaal Sharif Matthews 2024¶
Melody Wilson & Jamaal Sharif Matthews. (2024). Black adolescents' motivation to resist the false dichotomy between mathematics achievement and racial identity. npj Science of Learning. https://doi.org/10.1038/s41539-024-00219-9
q2 · i? · associational · r2
MANOVA of all continuous covariates on school type (with sex verified as unassociated with school type) "showed signi ficant differences across groups" at both waves. Step-down analyses reported CCMI significantly lower in magnet schools at both time points, and stereotyping higher in magnet schools, approaching significance at T1 and reaching significance at T2.
"The MANOVA showed signi ficant differences across groups, both at T1 (Lawley–Hotelling trace = 0.47, F(4,75) = 8.77, p<0:05) and at T2 (Lawley–Hotelling trace = 0.75, F(4,71) = 13.26, p<0:05)."
Discussion¶
Related Claims¶
- Cultural and critical mathematics instruction predicts membership in the Moderately Attained profile (significant at T2) and shows non-significant positive association with the Resistor profile — related
- The Devalued/Ambivalent profile is significantly overrepresented in academically selective magnet schools, and Resistors are underrepresented there — related
- Intergroup contact in diverse schools reduces prejudice and increases positive cross-racial relationships, alongside improved critical thinking and civic outcomes — related
- Student perceptions of school racial stereotyping are not directly associated with racial-mathematical profile membership — related
- Magnet schools show positive effects on achievement, graduation, motivation, intergroup relationships, and satisfaction, and well-integrated magnets attract high parental demand — reports the opposite
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